Participants are encouraged to view others' projects and infer how that task was completed (i.e. what might the script look like?) linear: it moved plus 10 steps 20 times. exponential: it moved twice as much as last time or choosing when to use a function vs a simple times three block

CCSS.MATH.CONTENT.HSG.CO.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Module 1: Scratch Demo

Participants move the Scratch sprite, stretch, or resize.

CCSS.MATH.CONTENT.HSG.CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure.

Module 1: Scratch Demo

Participants predict the effect rigid motions will have on a sprite.(e.g. if they use negative values it will go to the left side of the screen or to the bottom)

Participants can estimate where their building blocks should be, or specify the size based on meters. The level of accuracy is as they see fit. They can space their objects away from each other by dragging or specifying the coordinates.

CCSS.MATH.CONTENT.HSG.CO.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

CCSS.MATH.CONTENT.HSG.CO.A.5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Module 4: Storyboarding your Build

Participants draw out their build plan and scaling in-world as needed.

CCSS.MATH.CONTENT.HSG.CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure

Module 5: Time to Work

Participants build using rigid motions in order to create their building.

CCSS.MATH.CONTENT.HSG.CO.D.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Module 7: Time to Work

Participants make formal designs using a variety of tools and methods with all the shapes as needed.

Participants may program robots to carry out actions based on non-static inputs, when using python.

CCSS.MATH.CONTENT.HSF.BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

Week 2, Day 4 Robotics Lesson

Participants program robots to carry out actions. (i.e. geometric aspect walking forward, what causes it to move arithmetic aspect when it completes it 5 times, when it senses something close, etc)

CCSS.MATH.CONTENT.HSG.CO.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Week 2, Day 2 Walking Around

Participants program robots to walk, rotate joints, etc.

CCSS.MATH.CONTENT.HSG.CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure.